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FBA-BIP Training�Functional Behavior Assessment – �Behavior Intervention Planning��

Virtual Day 2�� Midwest PBIS Network�

November 2020

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Learning Expectations for Virtual Training

EXPECTATION	BEHAVIOR
Be Responsible
Be Respectful
Be Committed

Awesome expectations from the team at Sandburg Elementary, SPS186!

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Agenda – Virtual Training

Time	Day 1	Day 2	Day 3	Day 4
12-1:15	Systems to Support FBA-BIP	Function of Behavior & Desired and replacement behaviors	Developing a BIP	Individual Student Evaluation Plan
1:15-1:30	BREAK	BREAK	BREAK	BREAK
1:30-2:45	Competing Behavior Pathway	Tools & A Continuum of Function Based Thinking	Developing a BIP	Monitoring System Data
2:45-3:00	Wrap-Up	Wrap-Up	Wrap-Up	Wrap-Up

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Summary Statement with Setting Event

In Social Studies, when asked to read independently, Ben (a strong reader) often gets out of his seat, walks around the room, and jokes with peers. Ben’s peers laugh and talk to him as he walks by. This behavior is most likely to happen on days when Ben’s parents bring him to school (i.e., he doesn’t ride the bus with friends).

Setting event

More likely when…

Antecedent

When…

Behavior

The student…

Consequence

and as a result…

Routine: During ______________

Function:

To…

Out of seat, walks around room, jokes with peers

Asked to read independently

Peers laugh and talk to Ben

Ben brought to school by parents

Access peer attention

Social Studies

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Team Time

Connect back in with your team.
From your pathway, write a summary statement.
Be prepared to share out with the group.

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Connecting Back to Day 1

Who can share their summary statement?
What questions are you having?
What is your level of confidence with these steps? (1-5 rating)

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FBA to BIP Training Series Objectives

Identify when an FBA-BIP is necessary
Identify the essential systems needed for an effective FBA-BIP process
Identify the steps for conducting an effective FBA, including data to determine maintaining function of behavior
Learn the critical components of function-based BIPs
Develop evaluation plans that are efficient and effective

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Function is the KEY to success!

If we have the wrong function, we will have an ineffective plan�
If we have more than one function, our plan won’t be focused or as effective�
If we hypothesize the wrong function, we can always try again

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Common Functions of Problem Behavior in School Settings

Obtain/ Access :

Peer attention
Adult attention
Desired activity
Desired object/ items
Sensory?

Avoid/ Escape:

Difficult Task
Boring Task
Easy Task
Physical demands
Non-preferred activity
Peer or Adult attention
Sensory?

M. K. Strickland-Cohen (2011) ECS, University of Oregon

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Functions that Behavior serves

Pos Reinf

Neg Reinf

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Function TIPS

Tip #1:

When a “Dual Function” seems to be present:

Focus on primary�

Tip #2

When there seems to be “Different” functions: One function as “maintaining consequence” and different one under “function”

Maintaining Consequence IS Function�

Tip #3

Control, Power, Revenge are not functions

To obtain, to escape SOMETHING
“so that they can”…OR “of what?”

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Teacher sends him

to the office

Function:

Practice:

Scenario #1

When Jason is asked to outline a book chapter in Language Arts, he often argues, refuses to work and uses profanity which results in being sent to the office for ‘disrespect’. This behavior is more likely if Jason has an altercation with a peer on the bus on the way to school.

Setting event

Antecedent

Behavior

Consequence

Peer altercation on bus on the way to school

Asked to outline chapter

Arguing with teacher, refusing to work, profanity

Routine:

Language Arts

Escape Task

First, write your own.
Then, share voice in room

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EA talks privately with the student

Function:

Practice

Scenario #2

During story time when the teacher asks other students questions, Michelle blurts out responses or begins crying if she is not called on. When this happens, the educational assistant moves in closely and talks privately to Michelle in an effort to calm her. This is most likely to happen on days when Michelle has not had her medication.

Setting event

Antecedent

Behavior

Consequence

Students does not take medication

Other students asked to answer questions

Blurts out responses, cries

Routine:

Story time

Adult Attention

First, write your own.
Then, share voice in room

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Team Time

Discuss and identify the function of the student’s behavior.
Be prepared to share out.

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Desired Behavior

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Student Strengths

Desired Behavior

Setting Event

Trigger/Antecedent

Problem Behavior(s)

Maintaining Consequence

FBA-BIP Competing Behavior Pathway

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Use Competing Behavior Pathway to Identify Goals

M.K. Strickland-Cohen (2011) ECS, University of Oregon

Typical Consequence

Maintaining Consequence

Desired Behavior

Problem Behavior

Alternate Behavior

Antecedent

Setting Event

Routine:

Long-term goal

Short-term goal

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Student Strengths

Desired Behavior

Setting Event

Trigger/Antecedent

Problem Behavior(s)

Maintaining Consequence

FBA-BIP Competing Behavior Pathway

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Current Consequence

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Student Strengths

Desired Behavior

Setting Event

Trigger/Antecedent

Problem Behavior(s)

Maintaining Consequence

FBA-BIP Competing Behavior Pathway

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Current Consequence

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Function

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Student Strengths

Desired Behavior

Setting Event

Trigger/Antecedent

Problem Behavior(s)

Maintaining Consequence

FBA/BIP Competing Behavior Pathway

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Current Consequence

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Function

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Replacement Behavior

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“Replacement” or “Alternative” Behavior(s)

Replacement behaviors must maintain the same function for the student with the same accuracy and efficiency as the problem behavior.

** Replacement behaviors are NOT the Desired Behavior!

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Three Essential Characteristics of Replacement Behavior

Replacement Behavior:

Serves the same function as the problem behavior (reliably results in the same type of consequences as the problem behavior)

Is easier to do than the problem behavior

Requires less (or at least no more) physical effort than the problem behavior

Is socially acceptable

As socially acceptable as possible

M. K. Strickland-Cohen (2011) ECS, University of Oregon

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Desired vs. Replacement Behaviors

Desired Behavior

Long term goal = Follow classroom routines without problem behavior and with minimal supports

Often requires teaching complex skills that the student is lacking (e.g., academic skills, social/communication skills, organizational skills)

Replacement Behavior

An immediate attempt to reduce problem behavior

Serves the same FUNCTION as the problem behavior
Allows team to implement support plan aimed at teaching new skills and increasing desired behaviors
Should be a behavior that the student already engages in or can be quickly learned with minimal instruction

M. K. Strickland-Cohen (2011) ECS, University of Oregon

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Replacement Behaviors

Non Examples

“Sit quietly at desk”

“Student will create and maintain relationships with peers and staff that do not result in conflict or negative actions (ODRs)”

“Student will develop impulse control and behavioral self control”

Examples

“When teacher puts hand over mouth the student will raise hand and teacher will call on student next (function: attention)”

�“Student will do 3 problems, then use a break card. (function: escape from classwork)”

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Replacement Behavior: Ask for Break from Difficult Double Digit Tasks

Desired Behavior: Complete Multi-Digit Math Problems independently

Antecedent:

Task too difficult

Asked to do multi-digit multiplication or division math worksheets

Function:

Escape Difficult Math Tasks

Natural Consequence:

Success on problems, more math tasks

Approximation Step #1: Ask for break using only 3 break tokens per period

Approximation Step #3: Ask for teacher help

Dexter

Approximation Step #2:

With permission student can cross off 60% of difficult items

Successive Approximations

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Identifying Appropriate Alternative Behavior

When Pam is asked to work on long-division problems in math class, she argues, refuses to work, and �uses profanity in order to avoid/escape the �difficult task.

M. K. Strickland-Cohen (2011) ECS, University of Oregon

Which is the best alternative behavior?

Move to sit by another student
Request adult attention
Request an easier task/worksheet
Ask if she can play on the computer instead
Ask for a reward for completing the task

1. Serve same Function? Does it provide escape?

2. Is Behavior easier to do than problem behavior?

3. Is Behavior socially acceptable?

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Identifying Appropriate Alternative Behavior

During independent reading time in language arts, Audrey makes noises, talks out, and walks around the room. The FBA has shown that this behavior is maintained by adult attention.

M. K. Strickland-Cohen (2011) ECS, University of Oregon

Which is the best alternative behavior? Why/Why Not?

Ask to sit at the teachers desk during reading
Raise hand and ask for a break
Request help/adult attention
Ask for a reward for completing the task
Request an easier task

1. Serve same Function?

2. Is it Easier?

3. Is it Socially Acceptable?

Respond in

chat

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Team Time

As a team, define the:

Desired behavior
Current consequence
Replacement Behavior

2. Be prepared to share out.

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Pause and Reflect

How is this process the same as your current problem solving process?
How is this process different?
What benefits will this process bring?
What challenges will this process bring?

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Intermission!

15 Min

Virtual Tier 1 Training TFI 1.3 and 1.4

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Stretch

Food

Water

10 Rhythmic Slow Deep Breaths

Jumping Jacks

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TOOLS FOR FACILITATORS

Defining hypothesis statement

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The Functional Assessment Checklist for Teachers and Staff (FACTS) is the first tool. It is a template to support a FBA-BIP facilitator to gather the ABC data. It is meant to be conducted as an interview with the teacher. DO NOT give the FACTs to a teacher to complete on their own!!

The FACTs provides templates to help document and analyze all of the components on the competing behavior pathway. It provides a template to support a consistent process in gathering data. You can use the FACTs as you become comfortable in building your capacity for conducting FBAs or could use the FACTs for more complex or difficult problem behaviors.

There are example videos to complete the FACTs available on Portland State’s website. https://sites.google.com/a/pdx.edu/functionbasedthinking/home/fbainterview

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FACTS

15-20 minute structured interview
Provides information on the ABCs
Helps be consistent in data gathering

Also good prompt for teachers to think functionally

Facilitator typically conducts the FACTS

Interviews teachers who know the student and the problem behavior

You may not need the FACTS to gather ABC data

Consider this structure to support fluency building
Use it for “difficult” cases: cannot identify the function, or have multiple functions to consider

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Scatterplot

Name: From: ___/___/___ to ___/___/___
BEHAVIOR:
TIME	M	T	W	Th	F	M	T	W	Th	F	M	T	W	Th	F	M	T	W	Th	F
7:30-8:00
8:00-8:30
8:30-9:00
9:00-9:30
9:30-10:00
10:00-10:30
10:30-11:00
11:00-11:30
11:30-12:00
12:00-12:30
12:30-1:00
1:00-1:30
1:30-2:00
2:00-2:30
2:30-3:00

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Team Time

What tools do you already use in your system?

What tools would make your process more efficient and effective?

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WHAT IF WE COULD TAKE IT TO TIER 1?

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Function-Based Problem Solving for Teachers

Understand the ABCs of behavior
Use function-based strategies in classroom problem solving

EX: Jessica is telling jokes and the kids give her attention by laughing. I could have her be the teacher’s helper for attention without disrupting instruction…

Be able to clearly define problem behaviors

Observable and measurable!

Understand their role in a formal (team-based) FBA-BIP process

Provide assessment data, help implement plan

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Building Capacity for FBA-BIP

Talk 2 minutes and write down a response to the following questions.

If you are with a team, please feel free to discuss. Be prepared to share.

Guesstimate how many kids in your school could use an FBA-BIP (or had one last year)?

How many people in the school are trained to facilitate FBA-BIP?

How much easier would this be if all teachers had an understanding of function?

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Tier 1/Universal

School-Wide Assessment

School-Wide Prevention Systems

Check-in/ Check-out (CICO)

Modified CICO

Brief FBA-BIP Process

Complex or Multiple-domain FBA/BIP

Wraparound

Continuum of SEB Groups

A Multi-Tiered System of Support for Behavior

Adapted from T. Scott, 2004

Tier 2/�Secondary

Tier 3/

Tertiary

Classroom Management Strategies

Function-based Problem Solving

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Checking in…

Do your teachers understand the ABCs of behavior?
What professional development opportunities do you have to train teachers on the ABCs?
Is this part of your work as the Tier2/Problem solving team or is it Tier 1 ?

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Workbook Activity 6: �Professional Development Plan for FBA-BIP

What PD is needed to layer function based thinking into our continuum?

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Team Time

Use workbook Activity 6 to plan for:

What will you take back to your staff?
How will you take it back to your staff?

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Additional Resources

Midwest

http://www.midwestpbis.org/materials/fba-bip-training-materials�

Portland State University

https://sites.google.com/a/pdx.edu/functionbasedthinking/home/fba-bsp-instructions-and-forms

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Before We Close

ALL

What questions do you have?
What was the most relevant point we discussed today? �

COACHES and ADMIN

What are some first steps in taking this back to your staff as new learning? -OR-
What are some ideas for supporting your current FBA-BIP work?

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FBA to BIP Training Series Objectives

Identify when an FBA-BIP is necessary
Identify the essential systems needed for an effective FBA-BIP process
Identify the steps for conducting an effective FBA, including data to determine maintaining function of behavior
Learn the critical components of function-based BIPs
Develop evaluation plans that are efficient and effective

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Please Contact Us!

www.midwestpbis.org

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End of Day

Thank you for being here!

Thanks for your commitment to this work!

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